The University of Bradford currently have a number of digital repositories within the University but it does not have an institutional repository. The partly JISC-funded project (Bradford University Repository Project - BURP!) aims to address the lack of a centrally managed repository for the University's research output. This article gives a brief update of the progress in the one-year project commenced in March 2009.

As Leeds Metropolitan is a university of festivals
and partnerships, the library was given the opportunity
this year to host a festival to promote the
library and all its services to the university. The
library festival was a week of events and activities
to promote the library and its space in new ways.
It was a good way to remind staff and students of
the value of libraries, not only as places to learn
but also as places to enhance our leisure and
working lives ... we chose to promote the database `Land of Lost
Content¿. This was because graphic design and
art students are based at our campus and we also
thought this database would attract a wide range
of students who might otherwise think that electronic
databases contain little of interest for them.
Our promotion has been so successful in many
ways that we would like to share our experience
with other librarians.

Plagiarism and referencing are areas in which the transition into Higher Education can be a particularly
severe leap. University expectations regarding referencing are often wildly different from those previously encountered, not just for international students but for UK school leavers and mature students (Hardy and Clughen 2012). These expectations are often implicit rather than clearly expressed, hidden in little-read
departmental handbooks or pre-enrolment information at a time when the student is more concerned with immediate issues of where they will live and whether they will make any friends. Lillis (2001 p14) calls referencing ¿an ideologically inscribed institutional practice of mystery¿. This paper reports on an initiative
from the University of Bradford library which attempts to smooth the transition into HE by introducing students to ideas of referencing and plagiarism in a timely and non-threatening manner.

Plagiarism is a vexed issue for Higher Education, affecting student transition, retention and attainment. This paper reports on two initiatives from the University of Bradford library aimed at reducing student plagiarism. The first initiative is an intensive course for students who have contravened plagiarism regulations. The second course introduces new students to the concepts surrounding plagiarism with the aim to prevent plagiarism breaches. Since the Plagiarism Avoidance for New Students course was introduced there has been a significant drop in students referred to the disciplinary programme. This paper discusses the background to both courses and the challenges of implementation.

Bradford, like most British universities, carries out
many school and college outreach events to accustom
students to the idea of coming to university
and to introduce them to the resources available
here. Bradford’s student body includes many first generation
students.

Archaeology and environment students may be reluctant to spend
time in the library when they could be digging holes and wading
through streams – but what happens when the librarian goes out into
the field with them?

Paper given at a rare books seminar in Sweden, reflecting on the stories behind the Special Collections at the University of Bradford and the challenges rare books librarians face in making such collections more accessible.

Since the introduction of the Special Educational Needs and Disability Act (2001), academic libraries have been obliged to provide accessible texts for users who find printed works a barrier. Print-impairment can occur for a range of reasons including visual impairment, specific learning difficulties and motor difficulties, and affects 10-15% of the European population (Hilderley 2013). For many students, reasonable adjustment has involved the provision of texts in alternative formats (alt-texts) on a case-by-case basis for individual students. ...
In 2013, the University of Bradford library employed a graduate intern to conduct a pilot audit of the accessibility of online resources ... In the summer of 2014, a revised and expanded audit was undertaken by frontline library staff.

This article explores the connections between Bradford-born author J.B. Priestley and the University of Bradford, using evidence from archives held in Special Collections at the University. The discussion includes the award of an honorary doctorate to Priestley in 1970 and the opening of the J.B. Priestley Library in 1975.

Employers are increasingly requiring a range of “soft” skills from chemistry graduates, including the ability to search for and critically evaluate information. This paper discusses the issues around encouraging chemistry students to engage with information skills and suggests curricular changes which may help to “drip-feed” information skills into degree programmes.

In the last 10 years the University of Bradford Library Acquisitions Department has shrunk from 13 members of staff to 5. This has led to us embracing new technology to help streamline workflows within the department. As well as utilising EDI functionality, changing processing workflows and using shelf-ready books, we have devised innovative ways of dealing with everyday tasks. Topics included cover: PDA deduplication; spine labelling on a large scale; the weeding of discarded books; using saved global updates on incoming MARC records and using load profiles innovatively.

Lillis (2001: 53) calls referencing an ‘institutional practice of mystery’, a frequent cause of student anxiety and complaint. It is an area in which a vast perceptional gulf exists between academics and students, one in which academic support staff can see both sides. Students, not wanting to look ‘stupid’ in front of academic staff, will often express their concerns only to librarians and other support staff, so academics do not see the full range of anxieties. This paper reflects on this problem and reports on a successful project to alleviate student fears by decreasing the number of official referencing styles at the University of Bradford.

This paper describes a project undertaken by the
University of Bradford library to assess systematically
the accessibility of our electronic resources,
and gives recommendations for others wishing to
do the same with their collections.
Since the 2001 Special Educational Needs and
Disability Act (SENDA), academic libraries in the
UK have had a legal duty to provide all students
with information in a form accessible to them, an
obligation strengthened by the 2010 Equality Act
(c. 15) to include all kinds of impairments, not just
visual.
The change in information sources from print to
electronic has raised further challenges to providing
access to information for all library users.
Electronic resources have the potential to address
many of the accessibility needs of our readers, but
concerns have been growing in the higher education
sector that the way in which e-resources are
delivered can make them less accessible.

Since the UK’s 2001 Special Educational Needs and Disability Act (SENDA, 2001), academic libraries have had a legal
duty to provide all students with information in a form accessible to them, an obligation strengthened by the 2010
Equality Act (c15). Crucially, the latter duty covered readers with all kinds of impairments, not just visual impairment,
and thus covers a huge range of needs for an enormous number of individuals. Libraries have put a huge amount
of time and effort into providing documents in accessible format (alt-format) but obviously it is preferable for both
libraries and readers if the documents are accessible as supplied from the publisher. Electronic resources have the
potential to address many of the accessibility needs of our readers, but concerns have been growing in the HE sector
(see, for instance, JISCTechdis, 2013) that the way in which e-resources are delivered actually renders them, in some
cases, less accessible. This paper describes a project undertaken by the University of Bradford library to systematically
assess the accessibility of our electronic resources, and gives recommendations for others wishing to do the same.

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